Wednesday, October 18, 2006

Educational Blogs.......What a Concept!

Saturday, October 14, 2006 - 12:00 AM




Teachers are reaching out to students with a new class of blogs

By Stephanie Dunnewind
Seattle Times staff reporter

On her blog, Danielle reflected on a Mariners game, the WASL and a trip to Geneva, garnering online comments from Texas and Canada.

Her blog was part of a class project started last year by her third-grade teacher, Mark Ahlness, at Seattle's Arbor Heights Elementary School.

"Never in 25 years of teaching have I seen a more powerful motivator for writing than blogs," Ahlness said. "And that's because of the audience. Writing is not just taped on the refrigerator and then put in the recycle bin. It's out there for the world to see. Kids realize other people are reading what they write."

Blogs, often associated with political rants or social-networking sites such as MySpace, get bashed for encouraging everything from pedophiles to identity theft. But some educators are trying to harness their interactive powers for positive means.

For teachers, the question is: "What is it about MySpace that is so compelling to kids, and how do we take advantage of that in the classroom?" said David Warlick, founder of Class Blogmeister (classblogmeister.com), a blog service for teachers. Education-specific sites offer security features not found on commercial ones.

Teachers use blogs, or online journals, in different ways. Some post homework assignments and links to relevant Web sites; others describe key events of the day to keep parents in the loop. Most commonly, students post written responses to a teacher's query.

When students read each other's blogs and make comments, "the work becomes a conversation instead of a one-way delivery of information," said Warlick, a former teacher who wrote "Classroom Blogging: A Teacher's Guide to the Blogosphere."

A blogging boom

Edublogs.org, which offers free teacher blogs, saw unique page views jump by 50 percent in a month, from 10,000 to 15,000 views a day, said founder James Farmer. More than half of Edublog's nearly 18,000 blogs are U.S.-based.

With all adult Internet users, the percentage of blog readers more than doubled from 2004 to 2006; this year, nearly 4 out of 10 American adults check someone else's blog, according to the Pew Internet & American Life Project.

At Class Blogmeister, Warlick receives 15 to 20 new registrations a day. "Overall, there's enormous interest in teachers blogging," he said.

Bob Mueller, who runs the computer lab at Bothell's Skyview Junior High School, set up a virtual book club with blogs for Honors students.

"Some students who might be reluctant to join a classroom discussion could feel more free to participate online," he said, noting that students were respectful. "Students embraced the technology by making the blogs their own, with interesting designs, added music, etc."

In Ahlness' class, some of the 8- and 9-year-olds continued blogging over the summer, even without an assignment.

"It allows teaching to take place not just during the school day, but 24/7," he said.

At the end of the year, the third-graders reflected on their experience. "I like blogs because you get to share a creative idea with the world," noted one. "I think I'm a better writer because of my blog," commented another. Added one: "I think that other kids should blog because it's fun and it really helps you learn more and more."

Marilyn Mears, mom of a student from Ahlness' class last year, checked her son's blog and many of his classmates' sites once a week and encouraged his relatives to visit it. "Writing wasn't a favorite subject, but his excitement about the classroom blogs grew throughout the year," Mears noted. "Receiving comments from around the world [New Zealand and Scotland] was energizing."

Training wheels

Classroom blogging is sometimes mistaken as an academic version of MySpace, said Shannon Palermiti, a teacher at Sammamish's Samantha Smith Elementary School who blogs with her fourth-grade class. "The type of blogging my students do is nothing like that. The students cannot add certain personal information and cannot add friends. Because of the way I have it set up, only people with our class password can view [student] blogs."

At Class Blogmeister, for example, teachers approve each posting and comment before it "goes live." They also can edit submissions and ask students to resend the corrected version.

Even with these safeguards, teachers review Internet safety guidelines. All Ahlness' students — who go by first name only — signed an agreement to "always write in a way that brings respect and honor to my school, my family and myself."

"It's like blogging with training wheels," Ahlness explained. "I'm preparing my kids for their future."

Still, educators run into problems with district filters; many are unclear as to how the Deleting Online Predators Act, which would require public schools and libraries to block commercial social-networking sites, might affect class blogs.

Others start blogging but find the extra work — dealing with technical bugs, reading every comment — daunting. If teachers don't have enough classroom computers, blogging is limited to homework (assuming every student has home access).

The other drawback, Ahlness discovered, was how bummed students were when they learned their blogs would be supplanted by his current class. (His page still links to their archived writing.)

"I love my blog, and I don't want to lose it," opined one. Wrote another: "I think I'm going to try to get my new teacher to start a blog."

Stephanie Dunnewind: sdunnewind@seattletimes.com or 206-464-2091

Saturday, October 14, 2006 - 12:00 AM




Teachers are reaching out to students with a new class of blogs

By Stephanie Dunnewind
Seattle Times staff reporter

On her blog, Danielle reflected on a Mariners game, the WASL and a trip to Geneva, garnering online comments from Texas and Canada.

Her blog was part of a class project started last year by her third-grade teacher, Mark Ahlness, at Seattle's Arbor Heights Elementary School.

"Never in 25 years of teaching have I seen a more powerful motivator for writing than blogs," Ahlness said. "And that's because of the audience. Writing is not just taped on the refrigerator and then put in the recycle bin. It's out there for the world to see. Kids realize other people are reading what they write."

Blogs, often associated with political rants or social-networking sites such as MySpace, get bashed for encouraging everything from pedophiles to identity theft. But some educators are trying to harness their interactive powers for positive means.

For teachers, the question is: "What is it about MySpace that is so compelling to kids, and how do we take advantage of that in the classroom?" said David Warlick, founder of Class Blogmeister (classblogmeister.com), a blog service for teachers. Education-specific sites offer security features not found on commercial ones.

Teachers use blogs, or online journals, in different ways. Some post homework assignments and links to relevant Web sites; others describe key events of the day to keep parents in the loop. Most commonly, students post written responses to a teacher's query.

When students read each other's blogs and make comments, "the work becomes a conversation instead of a one-way delivery of information," said Warlick, a former teacher who wrote "Classroom Blogging: A Teacher's Guide to the Blogosphere."

A blogging boom

Edublogs.org, which offers free teacher blogs, saw unique page views jump by 50 percent in a month, from 10,000 to 15,000 views a day, said founder James Farmer. More than half of Edublog's nearly 18,000 blogs are U.S.-based.

With all adult Internet users, the percentage of blog readers more than doubled from 2004 to 2006; this year, nearly 4 out of 10 American adults check someone else's blog, according to the Pew Internet & American Life Project.

At Class Blogmeister, Warlick receives 15 to 20 new registrations a day. "Overall, there's enormous interest in teachers blogging," he said.

Bob Mueller, who runs the computer lab at Bothell's Skyview Junior High School, set up a virtual book club with blogs for Honors students.

"Some students who might be reluctant to join a classroom discussion could feel more free to participate online," he said, noting that students were respectful. "Students embraced the technology by making the blogs their own, with interesting designs, added music, etc."

In Ahlness' class, some of the 8- and 9-year-olds continued blogging over the summer, even without an assignment.

"It allows teaching to take place not just during the school day, but 24/7," he said.

At the end of the year, the third-graders reflected on their experience. "I like blogs because you get to share a creative idea with the world," noted one. "I think I'm a better writer because of my blog," commented another. Added one: "I think that other kids should blog because it's fun and it really helps you learn more and more."

Marilyn Mears, mom of a student from Ahlness' class last year, checked her son's blog and many of his classmates' sites once a week and encouraged his relatives to visit it. "Writing wasn't a favorite subject, but his excitement about the classroom blogs grew throughout the year," Mears noted. "Receiving comments from around the world [New Zealand and Scotland] was energizing."

Training wheels

Classroom blogging is sometimes mistaken as an academic version of MySpace, said Shannon Palermiti, a teacher at Sammamish's Samantha Smith Elementary School who blogs with her fourth-grade class. "The type of blogging my students do is nothing like that. The students cannot add certain personal information and cannot add friends. Because of the way I have it set up, only people with our class password can view [student] blogs."

At Class Blogmeister, for example, teachers approve each posting and comment before it "goes live." They also can edit submissions and ask students to resend the corrected version.

Even with these safeguards, teachers review Internet safety guidelines. All Ahlness' students — who go by first name only — signed an agreement to "always write in a way that brings respect and honor to my school, my family and myself."

"It's like blogging with training wheels," Ahlness explained. "I'm preparing my kids for their future."

Still, educators run into problems with district filters; many are unclear as to how the Deleting Online Predators Act, which would require public schools and libraries to block commercial social-networking sites, might affect class blogs.

Others start blogging but find the extra work — dealing with technical bugs, reading every comment — daunting. If teachers don't have enough classroom computers, blogging is limited to homework (assuming every student has home access).

The other drawback, Ahlness discovered, was how bummed students were when they learned their blogs would be supplanted by his current class. (His page still links to their archived writing.)

"I love my blog, and I don't want to lose it," opined one. Wrote another: "I think I'm going to try to get my new teacher to start a blog."

Stephanie Dunnewind: sdunnewind@seattletimes.com or 206-464-2091

But Could WE Create The Story?


Published: October 17, 2006
Web Only

Science Federation Calls for More and Better Educational Video Games

The U.S. departments of Education and Labor, in partnership with the National Science Foundation, should work with the video game industry to support the research and development of video games that promote learning, a report released today recommends.

Video game companies “underinvest” in the research and development of educational video games, so R&D for such games should be part of a comprehensive science and technology research program, financed in part by the federal government, suggest the authors of “Harnessing the Power of Video Games for Learning.”

For More Info
Review further resources from the Federation of American Scientists' Summit on Educational Games, including the reports, "Harnessing the Power of Video Games for Learning" and "Games, Cookies, and the Future of Education." Requires Adobe Acrobat Reader

The Washington-based Federation of American Scientists wrote the report, which compiled advice from almost 100 experts in science, education, and the video game industry. The experts met for a national conference on video games in October 2005 to brainstorm better ideas for developing and selling video games that teach analytical, problem-solving, and other higher-order thinking skills.

“Many recent reports warning about declining U.S. competitiveness point to an urgent need to improve workforce skills and our system of education,” FAS President Henry Kelly said in a statement. “Video games are engaging and can teach higher-order skills, and they are especially attractive to today’s young digital natives.”

‘Concrete Actions’

The business community also should play a more active role in making educational video games more available in the market, the report says. Publishers of educational software, for instance, should help develop such games for home-schooled students and the growing after-school learning market. They should also produce short video games that can be downloaded from the Internet, the report says. Those games take less time and capital to develop and pose less financial risk.

“This plan outlines concrete actions we can take to put powerful tools for teaching and learning in the hands of educators and students at a time when the need for education improvement is great,” Mr. Kelly said.

Tuesday, October 17, 2006

DIGITAL MSU "Capstone Project" Announcement

MSU business-IT students help area companies on new tech projects: Several teams of Michigan
State University undergraduates are ready and waiting to help Michigan businesses and nonprofits solve their digital problems -- for free. As part of their final course in their Information Technology Management Specialization, the students are required to work in cross-functional teams, on a real-world IT problem. And they just need a few more volunteer "clients." Professor Brian Pentland, who has been teaching the course at MSU's Eli Broad College of Business for the last three years, says the students can take on a wide range of projects because each team includes students with relative strengths in computer science, telecommunications and business. Past projects have involved Web sites, Web content management systems, database and workflow system development and wireless Web network development. Pentland is now accepting proposals from area organizations to have student teams take on projects for the spring 2007 semester, starting in January. He says that the ideal project is "hands-on," with a well-defined outcome that can be achieved by 3-4 students in 12 weeks. To submit a project for consideration, complete the on-line "ITM Capstone Sponsorship" form before Dec. 1 at www.bus.msu.edu/itmp/capstone/sponsorship.html.

Discovery Channel Rediscovers EDUCATON

This Is the Discovery We've Been Looking for

Ratings Up 13% as Network Returns to Roots

NEW YORK (AdAge.com) -- A year and a half ago, Discovery's ratings were off 14%; it was heading into a weak upfront market; and viewers, advertisers and members of its board were wondering where the formerly erudite brand had gone.
Discovery's on-air programming feels smarter, a little more like lessons learned in a cool science class, thanks to shows like the urban-legend-debunking 'Mythbusters.'
Discovery's on-air programming feels smarter, a little more like lessons learned in a cool science class, thanks to shows like the urban-legend-debunking 'Mythbusters.'


Discovery had started hanging around with the wrong crowd. It had gotten addicted to a genre of programming -- "tattoo TV" people called it -- that favored bikers over bug life, and the ratings magic those shows initially brought had expired.

A crab-fishing reality hit
Now, 2006 is looking up: Ratings are beginning to climb back, with total viewers up 13% year-to-date and up 4.3% in the 18-to-49 demo. In addition, on-air programming feels smarter, a little more like lessons learned in a cool science class, and is peppered with shows like survival drama "I Shouldn't Be Alive," the urban-legend-debunking "Mythbusters" and bona fide crab-fishing reality hit "Deadliest Catch."

In a poll Discovery conducted in April and again in September, 41% of viewers said they watched the channel more than they had two years ago, citing the new shows as their biggest reason for tuning in. But it's through expensive, high-profile programming specials that Discovery executives will show how committed they are to turning the brand back into a premium property.

Throughout October Discovery will debut the first installments of an ambitious $65 million, five-year project to film the world in high definition. "Discovery Atlas" is the brainchild of the network's founder, John Hendricks, and will be aired in 170 countries. Last month Ted Koppel made his debut on the network with an investigative look at the safety of the country. And in the first quarter of 2007, Discovery will launch "Planet Earth," a project so ambitious that network sales executives made it the upfront hype two years ago.

"They're making a concerted effort to get back to what made them successful in the first place," said Guy Rancourt, VP-associate media director, Hill Holiday, Boston. "Everyone's chasing sensationalist programming, and I think it's a good thing they're going back to their roots. It's a nice safe environment for our advertisers."
Jane Root
Jane Root


Specials not so special
But ratings for the specials haven't necessarily beaten the network's averages. Ted Koppel's first special, "The Price of Security," which aired Sept. 10, drew 1.03 million prime-time viewers -- 20% off the network's average summer rating. And "Atlas: China" premiered to 1.2 million viewers two Sundays ago, about 5% below the network's average Sunday night rating.

Jane Root, exec VP-general manager of Discovery, Military, Science and Discovery Times channels, insists the specials' value is not determined solely by their ratings. "They're about showing how deep you can go with a brand," she said. And she defended the response to "Atlas." "We're extremely proud of the response it's gotten, with tremendous critical acclaim throughout the world. Advertisers are queuing up to be associated with it."

Diversified distribution plan
While linear ratings are as important as ever, a project like "Atlas" has a diversified distribution plan and revenue streams. It will be distributed on both Blu-Ray and HD DVD and on iTunes, Amazon and cable VOD. Discovery created a mobile website for the show and developed podcasts that correspond to the countries featured, starting with China, Italy, Brazil and Australia. The network is also using the programming in its education service, Cosmeo.

Many of the extensions are ad-sponsored -- American Express, for example, sponsored the website, offering exclusive content to cardholders. The distribution philosophy is "more holistic," said Andrew Snyder, VP-new media sales at Discovery. "We create a multitude of ways people can enjoy the programming."

Not long ago many media watchers said Discovery had ceded its style of programming -- a high-tech exploration of natural history -- to competitors, most notably the fast-growing National Geographic Channel, which is in about 61 million homes.

Sunday, October 15, 2006

Granting Vehicle in Alignment with OUR Digital Education Intention

Discovery Research K-12 (DR-K12)


Program Solicitation
NSF 06-593

NSF Logo

National Science Foundation

Directorate for Education & Human Resources
Division of Elementary Secondary & Informal Education

Letter of Intent Due Date(s) (required):

November 01, 2006

Exploratory Projects only, in all categories

Preliminary Proposal Due Date(s) (required):

November 15, 2006

Full Scale Projects only, in all categories

Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):

December 01, 2006

Conferences related to Components A, B, and C

March 09, 2007

Component A: Applied Research (Exploratory and Full-Scale)

March 20, 2007

Component B: Development of Resources and Tools (Exploratory and Full-Scale)

March 28, 2007

Component C: Capacity Building (Exploratory and Full-Scale)

May 08, 2007

Conferences related to Components A, B, and C

Social Studies 101 / Bottom-line or Bottom-feeder

"Doing the Right Thing for the Right Reason? YOU be the judge!

cfo.com

Social Studies

Should businesses concentrate solely on profits, or should they enhance their own interests by addressing the interests of a larger group of stakeholders?
Julia Homer, CFO Magazine
October 01, 2006

For centuries, economists have debated the best way to make money. Writing about British industry around 1763, Adam Smith famously asserted that companies should focus solely on their returns; "the invisible hand" of the marketplace would ensure that their efforts ultimately worked to the general good.

In the 1830s, Alexis de Tocqueville, describing the unique characteristics of America, identified Americans' "enlightened self-interest" as a key to their prosperity. Americans, he said, believe that some measure of cooperation among themselves and association with the state actually helps them make more money.

The slogans change with the times. We've all heard "the business of business is business" and "doing well by doing good." More recently, people have phrased the debate as shareholder value versus stakeholder value. But underneath the rhetoric, the argument is unchanged: Should businesses concentrate solely on profits — the return to their shareholders — or should they enhance their own interests by addressing the interests of a larger group of stakeholders — community, employees, and society?

The answer, I think, depends on market conditions, and on the level of discontent within a particular business or industry. When the market isn't delivering and cost-cutting beats revenue growth, social responsibility starts to seem a prudent strategy. Take General Electric. Under Jack Welch, with the economy in full boom, GE epitomized ruthless dedication to shareholder value. Today, under Jeff Immelt and in more-difficult market conditions, GE promotes its Ecomagination campaign and a more mellow workplace.

GE is not alone. As staff writer Kate O'Sullivan explains in our cover story, "Virtue Rewarded," companies as diverse as British Petroleum and General Mills are explicitly linking socially responsible behavior with better returns. Today, thanks to corporate scandals, the post-boom blues, and the visible erosion of health-care and pension benefits, many other companies are embracing the spirit of de Tocqueville.

Saturday, October 14, 2006

VALIDATION of OUR DIGITAL INTENTION!



"Don't be impatient with the complexities and convulutions that characterize our most intractable problems, but rather become tolerant of solutions that require patience, long-term thinking, and the coordination of multiple strategies."

As Goerge Clinton used to say,

"THINK! It ain't illegal yet."







STATEMENT OF PRINCIPLES

21st Century Skills and the Reauthorization of NCLB/ESEA

The Partnership believes that our organization’s framework for 21st century skills is consistent with the metrics and accountability emphasized in the No Child Left Behind (NCLB) Act. As congress considers reauthorization of the Elementary and Secondary Education Act (ESEA), of which NCLB is the current version, we offer this set of principles to provide guidance for strengthening the Act in terms of its approach to accountability and integrating 21st century skills for today’s students.

The Case for 21st Century Education:

The Partnership for 21St Century Skills, representing both business and education, believes success of US education in the 21st century depends upon student acquisition of 21st century skills because:

• Education is changing. We can no longer claim that the US educational results are unparalleled. Students around the world outperform American students on assessments that measure 21st century skills. Today’s teachers need better tools to address this growing problem.

• Competition is changing internationally. Innovation and creativity no longer set U.S. education apart. Innovators around the world rival Americans in breakthroughs that fuel economic competitiveness.

• The workplace, jobs and skill demands are changing. Today every student, whether he/she plans to go directly into the workforce or on to a 4-year college or trade school, requires 21st century skills to succeed. We need to ensure that all students are qualified to succeed in work and life in this new global economy.

21st century skills are the skills students need to succeed in work, school and life. They include:

• Core subjects (as defined by NCLB) • 21st century content: global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
• Learning and thinking skills: critical thinking and problem solving skills, communications skills, creativity and innovation skills, collaboration skills, contextual learning skills and information and media literacy skills
• Information and communications technology (ICT) literacy
• Life skills: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility

P21 Principles Regarding NCLB

These principles are intended to provide guidance for strengthening NCLB’s approach to accountability and integration of 21st century skills into classrooms.

Principle 1: Standards

Standards that reflect content mastery alone do not enable accountability and measurement of 21st century skills. And without a comprehensive, valid system of measurement, it is impossible to integrate these skills effectively into classroom instruction or monitor whether students have mastered the skills necessary for success in life and work today. The Partnership believes the Act should:

• Include language related to the integration of 21st century skills into state standards of the three subjects already identified by the Act (math, reading, science.)
• Incorporate “21st century skills” as part of the definition/description of “challenging academic content standards.”
• Funds should be provided to states for development of robust standards that incorporate 21st century skills into core subjects, as well as 21st century content areas not currently covered by federal testing.
• States should be supported in collaborating with other states to develop 21st century standards.
• States should be supported if they choose to strengthen their standards to improve their students’ abilities to compete in the global economy.

Principle 2: Assessment

An expanded approach to assessment, involving measurements that assess 21st century skills, is necessary to ensure accountability of schools in the 21st century. Most K-12 assessments in widespread use today—whether they be of 21st century skills and content or of traditional core subject areas—measure a student’s knowledge of discrete facts, not a student’s ability to apply knowledge in complex situations. Standardized achievement assessments alone do not generate evidence of the skill sets that the business and education communities believe are necessary to ensure success in the 21st century. The Partnership recommends the following improvements to ESEA:

• The assessment and accountability system should be based on multiple measures of students’ abilities that include 21st century skills. In addition to statewide standardized assessments, such measures could include district level assessments, local school and classroom formative assessments, and other measures of student knowledge.
• Assessment of 21st century skills should be listed as an integral part of the academic assessments in math, reading and science.
• Reporting requirements should be expanded to include information on whether the student is achieving 21st century skills.
• Funds should be made available for pilot projects and test beds for the use of assessments that measure 21st century skill competencies in high school students.
• Funds should be allocated for an international benchmarking project that allows U.S. high school students to be compared to their international peers in terms of competencies in 21st century skills.

Principle 3: Professional Development

Students cannot master 21st century skills unless their teachers are well trained and supported in this type of instruction. The Act should support professional development that prepares teachers and principals to integrate 21st century skills into their classrooms and schools. Specifically, the Partnership recommends that:

• Funds should be allocated for professional development of 21st century skills and establishment of 21st Century Skills Teaching Academies.
• Higher education institutions should be supported in identifying and disseminating the best practices for teaching and assessing 21st century skills
• Higher education institutions should be encouraged to ensure that all pre-service teachers graduate prepared to employ 21st century teaching and assessment strategies in their classrooms.

Principle 4: Information and communications technology (ICT) literacy

ICT literacy is the ability to use technology to develop 21st century content, knowledge and skills. Students must be able to use technology to help them learn content and skills—so that they know how to learn, think critically, solve problems, use information, communicate, innovate and collaborate. The Partnership recommends that ESEA integrate ICT literacy in the following way:

• Maintain and fund the Enhancing Education Through Technology State Grant program.
• Transition the 8th grade technology literacy requirement into an ICT literacy requirement, so that the focus is not on technology competency, but the ability to use technology to perform critical thinking, problem solving, collaboration, communication and innovation skills.

Principle 5: Content

Twenty-first century content areas like global awareness, financial literacy, civic literacy and health awareness are critical to student success in communities and workplaces, yet they typically are not emphasized in schools today. The Partnership believes the Act should:

• Support the teaching of each of these content areas.
• For global awareness in particular, support the teaching of multiple languages.

Principle 6: Research & Development

Targeted, sustained investment in research and development initiatives is required to promote 21st century skills and craft teaching practices and assessment approaches that more closely convey and measure what students need to excel in the 21st century. Therefore the Partnership recommends:

• The Act should provide support for state research and development initiatives, within the state university system and/or possibly others, that will identify through scientifically-based research the best practices for teaching, attaining and measuring 21st century skills.

Principle 7: 21st Century Skills Definition

The Partnership recognizes that the term “21st century skills” is used in a variety of contexts. Therefore we recommend:

• ESEA should contain a definition of “21st century skills” with a current description of the P21 framework as described earlier in this document.

For more information, contact: Valerie Greenhill Partnership for 21st Century Skills 177 N Church Ave. Suite 305 Tucson, AZ 85701 greenhill@itstrategies.com(520) 623-2466

Tuesday, October 10, 2006

The Long Tail of the LONG ZOOM!














October 8, 2006

The Long Zoom

By STEVEN JOHNSON

Most eras have distinct “ways of seeing” that end up defining the period in retrospect: the fixed perspective of Renaissance art, the scattered collages of Cubism, the rapid-fire cuts introduced by MTV and the channel-surfing of the 80’s. Our own defining view is what you might call the long zoom: the satellites tracking in on license-plate numbers in the spy movies; the Google maps in which a few clicks take you from a view of an entire region to the roof of your house; the opening shot in “Fight Club” that pulls out from Edward Norton’s synapses all the way to his quivering face as he stares into the muzzle of a revolver; the fractal geometry of chaos theory in which each new scale reveals endless complexity. And this is not just a way of seeing but also a way of thinking: moving conceptually from the scale of DNA to the scale of personality all the way up to social movements and politics — and back again.

It is, by any measure, a difficult way of thinking, in part because our brains did not evolve tools to perceive or intuitively understand the scales of microbes or galaxies. You can catch glimpses of the long zoom in special-effects sequences, but to understand the connections between those different scales, to understand our place in the universe of the very large and the very small, you have to take another way in. To date, books and documentaries have done the best job of making the long zoom meaningful to mass audiences, starting with the Eames Brothers’ proto-long-zoom “Powers of Ten” documentary of the 70’s, which took the viewer from the outer cosmos to the atoms spinning in the hand of a man lying by the lake in Chicago. But a decade or two from now, when we look back at this period, it is more likely that the work that will fix the long zoom in the popular imagination will be neither a movie nor a book nor anything associated with the cultural products that dominated the 20th century. It will be a computer game.

The designer of the game happens to be both the most famous and most critically acclaimed designer in the young medium’s history: Will Wright, the 46-year-old creator of the blockbuster hits SimCity and the Sims. When I visited with Wright recently, he was sitting in a greenhouselike office on the roof of an anonymous-looking complex in Emeryville, Calif., a few miles west of Oakland, where his studio is based. For the first few minutes of our meeting, Wright was having trouble with the atmosphere of the game, which is called Spore. He was trying to explain how some players will be able to create entire galaxies populated by artificial life forms when the game is introduced sometime late next year. He had pulled up the highest level of Spore — where the player gets to create and colonize a new planet — to demonstrate the way in which the game simulates the complex dynamics of ecosystems and food webs. But before he could colonize the planet, he had to cultivate an environment hospitable to life by heating up the surface or cooling it down and by adding moisture. Unfortunately, Spore’s planetary simulator —- like our own atmosphere — is vulnerable to the inconvenient truths of runaway feedback loops; as Wright added a little heat to his planet, it quickly spiraled into a molten fireball. And so our conversation lurched to a halt as Wright tried to get the right balance.

“O.K., now we’re finally cooling off,” he said, clicking furiously on his computer screen. “The temperature’s going down, so we can get more water in here. Oh, now we’ve got way too much atmosphere.” While adjusting the planet, he paused long enough to say: “It’s kind of like that labyrinth game where you’re rolling the ball around the maze, trying to drop it in the hole. Except we’ve got these inertial effects, where your planet starts heating up, and you’re trying to slow it down, but you get these runaway greenhouse effects.” He turned back to the screen. “O.K., our temperature’s pretty good; our atmosphere’s pretty good. Now let’s see if we can add water.”

This atmospheric balancing act is emblematic of Wright’s whole career: hitting that elusive sweet spot between difficulty and accessibility, between highbrow concepts and lowbrow diversion. If he can get the atmosphere-building tool to work, it could be both an addictive game-play element and, at the same time, a hands-on lesson in the dynamics of atmospheric systems. The challenge here is, ultimately, a smaller version of the larger challenge that faces Spore. No one doubts that the game will be the most ambitious work in the history of this new medium, whenever it is released. But for it to succeed as a game, it can’t just be complex. It also has to be fun.

If anyone can pull it off, it’s Will Wright. This is the guy who made the urban planning simulation SimCity into one of the all-time top-selling games in history. There is probably no one alive who has a comparable track record of combining arcane scientific theories and compulsively addictive entertainment.

But even Wright hasn’t tried to simulate an entire universe before.



I got a first glimpse of Spore six years ago, when I visited Wright to talk to him about the Sims Online, the networked version of the massive international hit, the Sims. We talked about the Sims Online and his general design philosophy for an hour or so, and then he cut off our conversation abruptly and said, “Let me show you something else that I’m really excited about — but you can’t write about it yet.” He then proceeded to show me a sequence of animations that looked, to my eyes at least, like the trip-out special-effects sequence at the end of “2001.” I had no idea what I was even looking at. It wasn’t at all clear where the game was or if it was a game at all.

Spore has progressed mightily over the past six years — an eternity in game-development time — though an official start date has yet to be set by its producer, Electronic Arts, the world’s largest game maker. “What you’re doing in Spore is layer by layer creating an entire world that at the end of the day is entirely yours: the creatures, the vehicles, the cities, the planets,” Wright explained. Those layers map onto different spatial scales that you advance through as you play: cell, creature, tribe, city, civilization and space. (As in most traditional games, once you have completed a level, you can always go back to it. A skilled gamer might be able to reach the highest level after 30 hours of play, but like all of Wright’s creations, the game has no definite ending.) As you begin playing Spore, you take on the role of a single-celled organism, swimming in a sea of nutrients and tiny predators. This part of the game has a streamlined, 2-D look that harks back to classic games from the 80’s like PacMan. Once you have accumulated enough “DNA points” or “evolutionary credits,” you acquire the use of a feature called the “creature editor,” and things start to get really interesting. You assemble a new life form to represent yourself using an almost comically intuitive tool. If you have the technical chops to assemble a Mr. Potato Head, you can build a creature in Spore. You start with a basic body type wrapped around a standard skeleton, and then you can pretty much do whatever you want to it: stretch it out, condense it, add seven asymmetrical legs and one pincer, give it eyes on both sides of its head or wrap a polka-dot skin texture around it. I’ve seen creatures designed as exact replicas of the Care Bears, and I’ve seen creatures that look like H.R. Giger’s sketches for “Alien.”

Once you have assembled your creature, you deposit it in a functioning ecosystem, a computer-generated world populated by plants, food, water, weather, predators and prey. At first you guide a single creature, instructing it to forage, hunt, drink, sleep, mate; your strategy evolves depending on the needs of your creature and the opportunities and threats presented by the environment. As you struggle your way through this early stage, you earn more DNA points that allow you to add new attributes to your creature — like humanlike intelligence — and eventually graduate to the next level, where you control a group of creatures that form a primitive tribe, augmented by simple tools. (Wright showed me a tribe bonding around a campfire, playing drums and dancing, before heading out for a communal hunting expedition.) At this point, the player moves from questions of basic metabolism to social dynamics: Is your tribe a band of warriors or a peace-loving commune? Is it intent on exploiting new technologies? Or does it focus on low-tech social camaraderie?

When your tribe has reached a sufficient level of sophistication, it will begin to form cities, and the player shifts to issues of trade and commerce or constructing roads and buildings. All the while, decisions made at earlier stages of the game continue to shape the current stage: adopting a carnivorous lifestyle in the creature stage changes the activities available to your subsequent tribe; a tribe of warriors will have a harder time building alliances with other cities when it reaches that stage. Eventually, you ascend to a United Nations-like perspective as you try to unify an entire planet divided between rival civilizations. Once you successfully pass from the “clash of civilizations” stage to the “end of history,” the game grants you that ultimate in Hegelian rewards: a spaceship. And then you’re off terraforming other planets and exploring an entire universe teeming with Spore life.

The different levels of Spore call for radically different styles of game play, each a subtle tribute to a canonical game of the past that influenced Wright. There is an elegance to those allusions, but as a game design strategy, it’s a risky move; most games don’t force you to juggle different genres. “When I looked at each scale,” Wright said, “the game play just seemed kind of natural to me: at the cellular level, you’d be PacMan; at the city level, it’d be Populous. I was worried about that, because mixed-genre games don’t do that well. But eventually we just decided to break the rules, and the genres would just be a kind of landmark that the players would recognize.”

To date, Wright has publicly demonstrated Spore on four occasions. Three of them were major game-industry conferences, all of which have triggered a frenzy of online analysis and debate. (Video clips of those demos have been downloaded hundreds of thousands of times on YouTube.) But for people who still think of game design as the province of nerds and arrested adolescents, Wright’s most striking public demo came earlier this summer in San Francisco during an onstage conversation with the musician and artist Brian Eno in front of a thousand rapt fans gathered at the Herbst Theater. The two men riffed comfortably onstage, talking about “generative” art that evolves in unpredictable ways, often determined by the audience and not the original creator. Eno played one or two examples of his generative compositions, and Wright showed off a few levels of Spore.

“We’ve both been working on similar lines,” Eno said recently on the phone from his Notting Hill studio when I asked him about the connections between his work and Wright’s, “and I suppose we’ve converged. Instead of making fixed definitive things that we put out into the world, I think we’ve both decided that it’s much more interesting to make things that even we can’t predict.”

One explanation for the widespread interest in Spore is the gaming industry’s recent troubles. Sales have been uneven, and the best-seller lists are stacked with franchise hits, games whose basic conventions were established years ago, like the Madden football series, the controversial Grand Theft Auto titles and Wright’s own Sims franchise, which has thus far spun off more than a dozen sequels and expansion packs. When you factor in the moral panics over violent gaming emanating from Washington, it makes for a somewhat depressing time to be a game developer. Spore promises an escape from this bleak present: the game itself is about as violent as a cartoon version of Animal Planet, which should come as welcome relief for an industry tired of public attacks on Grand Theft Auto as a corrupter of youth.

Another factor in the hype is Wright’s extraordinary track record. His original breakthrough game, SimCity, released in 1989, helped inaugurate an entire genre of gaming: the “god game,” in which the player supervises a bustling and multifaceted system, managing resources, juggling different objectives. Visit the racks at a game store and you’ll see dozens of titles that descend from Wright’s original design for SimCity, games that let you manage a railroad empire or an amusement park or a zoo. (There are at least three games currently on the market that let you recreate Ancient Rome.) The Sims — released in 2000 — narrowed the god-game vista to the realm of the living room and the neighborhood. It went on to become the best-selling PC game of all time, in part because it attracted an unusual number of female players. Instead of allowing you to create the civic infrastructure for a vast metropolis, the Sims let players explore the more quotidian decision-making of home economics: paying the bills, buying furniture and appliances, cooking dinner for the kids. It is one of the resounding paradoxes of the game industry that its all-time best seller consists largely of performing household chores.

The sales history for the Sims is, of course, part of the reason that so many people are following Spore so closely. Since its introduction, more than 70 million copies of the original game and its spinoffs have been sold, generating $1.6 billion in sales. (The biggest Hollywood moneymaker of all-time, “Titanic,” grossed $1.8 billion worldwide.)

But Spore — which will reportedly cost about $20 million to develop — promises to be more than just a blockbuster diversion. As Wright’s appearance with Eno suggests, the game perhaps deserves to be seen as a work of art first and foremost, a way of seeing and making sense of the world. If it succeeds, it may be in part because of the way its long-zoom perspective resonates with this particular moment in time. “I don’t know if we’re thinking about ‘powers of 10’ more, but we definitely bump into that perspective now in all kinds of cultural contexts,” says the game designer Ralph Koster, who wrote one of the best books to date about games and culture, “A Theory of Fun.” “But Will has definitely been thinking about it. There was always something powers-of-10-ish about SimCity. And way, way back in SimEarth” — Wright’s 1990 game — “there was a window that would pop up and say, ‘This key reserved for future expansion for putting your SimCity into your SimEarth.”’



“It’s funny how many people, average people who aren’t science buffs or hard-core gamers, get the elegance of the theme — the powers of 10 idea,” Wright told me in his Emeryville office, having finally given up on creating a viable atmosphere. “Everybody has a different take on it: for some people, it has a religious theme; for others, it’s awe at nature and science. But everybody seems to understand that it’s a valuable perspective, and it’s a perspective that they like to have. In a way, what I’m trying to do is connect the almost inconceivable universal scale to the deeply personal, because what you do in the game is deeply personal.”

The long-zoom perspective is one of the key ways in which Wright’s work dovetails with Eno’s. Their talk in San Francisco was sponsored by the Long Now Foundation, an organization created to facilitate thinking on immense temporal scales: a thousand years or beyond. (The “long now” is a coinage of Eno’s, and the group’s most famous project to date is the Clock of the Long Now, an engineering marvel designed to keep time for thousands of years.) “One of the things that’s obviously been happening for the past 100 or 200 years,” Eno told me, “is that the range of our experience has greatly expanded: we can see much smaller things and much bigger things than we ever could before. But we can also start thinking about much longer futures and much deeper pasts as well. That really makes a big difference to us as humans, because on the one hand it makes us realize that we’re very powerful in that we’re able to comprehend and see all of this universe. But it also makes us seem so much less significant. We’re a tiny blip on a tiny radar screen. I think this is a feeling that people are trying to come to terms with, the feeling of where do we fit in all of this.”

And arguably the best way to come to terms with that feeling is to explore those different scales of experience directly, to move from the near-invisible realm of microbes to the vast distances of galaxies. Of all the forms of culture available to us today, games may well be the most effective at conveying that elusive perspective, precisely because they are so immersive and participatory and because their design can be so open-ended. “I wanted to make a game that would recreate a drug induced epiphany,” Wright told me. “I want people to be able to step back five steps, five really big steps. To think about life itself and its potential galactic-scale impact. I want the gamers to have this awesome perspective handed to them in a game. And then let them decide how to interpret it.”



The idea of a video game’s tackling such complex subject matter may strike some readers as surprising, but in truth staggeringly complex games have long appeared prominently on the gaming best-seller lists. One of the most lucrative franchises in the history of computer games is the Civilization series, which lets players recreate the entire course of human economic and technological history, experimenting with different political and legal systems, exploring alternate time lines of scientific development. The collaborative worlds of hugely popular, networked online games like World of Warcraft have evolved entire economies and social systems that mimic the complexity of small nation-states in the real world. Spore may be more ambitious in scope than these games, but its two most important innovations lie elsewhere: in its system for generating user-created creatures and in the way it allows players to share their creations with others.

Conventional game development follows a predictable pattern: the game designers decide which objects and characters will inhabit the world of the game, and then animators create computer models for those objects and characters, which are then inserted into a game in a fixed state — an animation of Tiger Woods swinging a golf club or James Bond reaching for a gun or a character in the Sims taking out the trash. But Spore’s open-ended approach to creature design fundamentally broke that system. Before I met with Wright, Spore’s executive producer, Lucy Bradshaw, gave me a tour of the Spore studio and introduced me to a barefoot, speed-talking “technology fellow” named Chris Hecker, who had helped develop Spore’s unique animation system. Hecker had a perfect one-liner for the technical hurdles the team faced: “The question is, How do you do animations for things you’ve never seen before?”

The solution Wright and his team hit upon revolves around something called “procedural animation,” a way for the game designer to model certain key behaviors — walk, run, grab, fight — without necessarily knowing anything about the basic body type of the creature itself. If you design a creature with five legs asymmetrically scattered around its body, the Spore animation engine will figure out how such a creature would walk. To demonstrate the adaptability of the system, Hecker pulled up a collection of a dozen Spore creatures on his monitor, each with a strikingly distinct body architecture. The initial image was comical enough: it looked as if the bizarre Cambrian-era fossils that Stephen Jay Gould wrote about in “Wonderful Life” had been reassembled for a police lineup. Some looked like slugs, some like spiders, some like extras from “Where the Wild Things Are.”

And then Hecker hit a key, and they all, miraculously, did a back flip, each in its own decidedly idiosyncratic way.

But surely, I asked, given the open-ended, no-two-creatures-alike nature of the editor, there are going to be some creatures that have body types that won’t perform certain actions? Hecker and Bradshaw nodded emphatically. They know that a certain percentage of their users will be building creatures deliberately designed to foil the procedural animation system. Those creatures won’t likely be “fit” in a traditional evolutionary sense, in that they will be less skilled at collecting food or avoiding predators. But they will be perversely satisfying to players keen on exploring the boundaries of the Spore architecture. Hecker pulled up a new lineup to demonstrate a clapping animation that included a creature whose cranium is so inconveniently located that clapping forces him to slap both his hands against the side of his head. It looked like slapstick comedy of the highest order — vaudeville meets “Monsters, Inc. ”

“Our philosophy is,” Bradshaw said, “if it’s going to break, it should break funny.”

The procedural approach has another fringe benefit, one that helped bring about Spore’s other major innovation. Characters and objects can be compressed down to incredibly small files. An entire planet in Spore — teeming with plants, weather and creatures — takes up about 80K of memory. By comparison, a typical song on your iPod is about 50 times larger. You could download an entire galaxy of Spore planets before you could download all the tracks on “Dark Side of the Moon.”

That small file size is crucial to the way the game allows players to share their creations with other players in the Spore universe. As you work your way through the Spore levels, your creatures are automatically sent back to the central Spore file servers, where they are then used to populate the worlds of other players. This approach was directly inspired by Freeman Dyson’s notion of Panspermia — the idea that life on earth may have been seeded via meteors carrying microscopic “spores” of life from other planets. (Dyson’s concept is also the origin of the game’s title.) When you land on a new planet in the game’s final stage, it may be teeming with multiple exotic species, all of whom have evolved separately on other computers around the world, guided by the tastes and imagination of complete strangers. But these creatures will, crucially, have lives of their own once they have found their ways onto your machine. They will not be controlled by other players as you interact with them on your screen. Once they have migrated to your computer, they will act autonomously, based on the procedural animation and artificial-intelligence algorithms of the Spore software. By the same token, the creatures that you have lovingly brought to life will spread throughout the alternate universes of other Spore players, struggling for existence on their own, independent from your direct control.

In this respect, Spore breaks decisively from the fastest-growing genre in gaming today: the so-called massively multiplayer networked games — like World of Warcraft — where thousands of players share a single persistent virtual world, interacting with other players via their onscreen characters. (Interestingly, Wright’s only foray into massively multiplayer design — the online version of the Sims that launched in 2002 — was a flop.) When you visit a bustling town center in a multiplayer game and see hundreds of characters sharing the space, you are intensely aware that each of these onscreen characters is being controlled from moment to moment by a live, sentient human somewhere in the real world. The social element is very much in the foreground of the experience. Spore flips that model on its head. Instead of a single shared world with millions of active participants, Spore promises a million alternate worlds, each occupied by a single player. You will meet creatures invented by others, but ultimately you are alone in your own private universe. Wright calls Spore “massively single player.”

It remains an open question whether this model will take hold with today’s players, who are increasingly used to the social dimension of online play. “I’m obviously biased toward the online worlds,” Koster said, “but the fact that I’ll never encounter someone else’s galactic empire that actually has some human brain behind it depresses me a little, because that would be awfully cool — especially with the scope and scale we’re talking about with Spore.”

When you visit the Spore studio in Emeryville, the largest open room looks, at first glance, like a standard well-financed Bay Area software company: the double-height loft-ceilings, the bean-bag chairs slung around an oversize monitor, the barefoot employees. But the art strung up on the walls suggests that something different is being concocted here. There are beautiful renderings of imagined Spore planets that demonstrate the range of aesthetics possible in the game: a lush, organic world called Shittake Moon; a surreal globe called Crabclaw with landmasses shaped like giant crustaceans. Everyone’s desk is populated by plastic action figures of Spore creatures, manufactured in-house by Wright’s employees using a 3-D printer that can generate a physical toy in a matter of minutes from a computer model. (Electronic Arts is investigating the possibility of selling customized Spore critters in toy stores as a side business.)

As Bradshaw, the executive producer, gave me a tour of the office, I found myself being reminded of something, but for a few minutes I couldn’t quite put my finger on it. And then it hit me: the general feel of the place reminded me of my son’s kindergarten classroom, with its walls covered with renderings of imaginary worlds and creatures and its shelves filled with toys designed to teach and entertain at the same time.

When we finally made it up to his office, I asked Wright about the educational side of his game. “The big underlying theme is creativity,” he said. “We want to prove to the players that they can make these really cool things that they never thought they could make. It’s the computer as an amplifier of your imagination.” Like all of Wright’s games, Spore is likely to attract a broad range of age groups. A tech-savvy 7-year-old could easily obsess over the game, as could a mid-50’s reader of Jared Diamond or E.O. Wilson.

Of course, some of the content of Spore is fanciful. The “DNA points” that players accumulate have no real-world analogue, for instance, and thus far no one — that we know of — has been able to grow a life-sustaining environment on a lifeless planet. “I’ve had a few people ask me if I think Spore will help teach evolution,” Wright said, “and the ironic thing is that, if anything, we’re teaching intelligent design. I’ve seen a few games that relied on evolution — I’ve even designed some of them — and it’s just not as fun.” But, of course, there’s one crucial way in which Spore breaks from intelligent design. The universe of the game is not dominated by a single, all-powerful creator. It’s a universe governed by a million intelligent designers, each unleashing his or her creations to be fruitful and multiply, to conquer and befriend, to fly spaceships and fashion planets.

Despite the fictions, many of the themes of Spore are immensely valuable ones, particularly in an age of environmental crisis: the fragility of life, the connection between micro- and macro- scales, the complex networks of ecosystems and food webs, the impact of new technology on social systems. Spore’s players will get to experience firsthand how choices made on a local scale — a single creature’s decision to, say, adopt an omnivorous lifestyle — can end up having global repercussions. They will detect similarities between one level of the game and another, the complex balancing act of global trade mirroring the complex balancing act of building a sustainable environment. And traveling through a simulated universe, from cells to constellations, will, ideally, make them more curious about the real-world universe they already inhabit — and show them that they have the power to shape that universe as well.

“What’s very interesting about games,” Eno said, “is that they let you begin thinking about possibilities when you’re young enough to incorporate them into your life. So I think a game that says to people, You can make things that then have independent lives, that’s already quite an amazing idea. And then these things can interact with other people’s objects — that’s quite a grown-up idea.”

It occurred to me as I wandered through the halls of the Spore offices that a troubled school system could probably do far worse than to devote an entire, say, fourth-grade year to playing Spore. The kids would get a valuable perspective on their universe; they would learn technical skills and exercise their imaginations at the same time; they would learn about the responsibility that comes from creating independent life. And no doubt you would have to drag them out of the classrooms at the end of the day. When I mentioned this to Eno, he immediately chimed in agreement. “I thought the same thing,” he said. “If you really want to reinvent education, look at games. They fold everything in: history, sociology, anthropology, chemistry — you can piggyback everything on it.

“But my wife made a good point when I was talking about this the other day. She says it’s important for kids to do boring things too. Because if you can find excitement in something boring, then you’re set up for life. Whereas if you constantly need entertainment, you might have a problem, because life is full of things that aren’t entertaining. So I think I’d have three days of Spore and two days of obligatory Latin.”

Steven Johnson is the author of “Everything Bad Is Good For You.” His new book, “The Ghost Map,” about an epidemic in Victorian London, will be published later this month.

PLAY determined to be essential to LEARNING! And it is while we are having FUN that we learn the most!

NEW AAP REPORT STRESSES PLAY FOR HEALTHY DEVELOPMENT

Hurried lifestyle and heavy academic, extracurricular load taking toll; balance is needed



A new report from the American Academy of Pediatrics (AAP) says free and unstructured play is healthy and - in fact - essential for helping children reach important social, emotional, and cognitive developmental milestones as well as helping them manage stress and become resilient.

The report, "The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds," is written in defense of play and in response to forces threatening free play and unscheduled time. These forces include changes in family structure, the increasingly competitive college admissions process, and federal education policies that have led to reduced recess and physical education in many schools.

Whereas play protects children's emotional development, a loss of free time in combination with a hurried lifestyle can be a source of stress, anxiety and may even contribute to depression for many children, the AAP report states.

The report reaffirms that the most valuable and useful character traits that will prepare children for success come not from extracurricular or academic commitments, but from a firm grounding in parental love, role modeling and guidance.

Still, many parents are afraid to slow their pace for fear their children will fall behind. They feel like they are running on a treadmill, but worry they will not be acting as proper parents if they do not participate in a hurried lifestyle.

The report suggests that reduced time for physical activity may be contributing to the academic differences between boys and girls, as schools with sedentary learning styles become more difficult settings for some boys to navigate successfully.

Among the specific guidelines, the report suggests:

  • Emphasizing the benefits of "true toys", such as blocks and dolls, in which children use their imagination fully over passive toys that require limited imagination;
  • Supporting an appropriately challenging academic schedule for each child with a balance of extracurricular activities. This should be based on each child's unique needs and not on competitive community standards or need to gain college admissions;
  • Helping parents evaluate claims by marketers and advertisers about products or interventions designed to produce "super-children;"
  • Encouraging parents to understand that each young person does not need to excel in multiple areas to be considered successful or prepared to compete in the real world;
  • Suggesting families choose childcare and early education programs that meet children's social and emotional developmental needs as well as academic preparedness.

The report recognizes that academic enrichment opportunities are vital for some children's ability to succeed academically, and that participation in organized activities promotes healthy youth development.

"The challenge for society, schools, and parents is to strike the balance that allows all children to reach their potential, without pushing them beyond their personal comfort limits, and while allowing them personal free time," the report states.

To help parents and teens develop resiliency and understand the role of stress in life, the AAP has created a Resiliency Web site.. This site features additional information on stress reduction and coping skills, as well as a stress management plan teens can personalize to fit their personalities and lifestyles. Visit www.aap.org/stress for more information.

Friday, October 06, 2006

School of the Future / Update / Don't Look Back Because They Might be Gaining on US!



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Contents Copyright 2006 eSchool News. All rights reserved.


'School of the Future' opens
Microsoft, Philly explore new ground with high-tech facility

By Corey Murray, Senior Editor
October 1, 2006

The School of the Future, the long- anticipated joint venture between software giant Microsoft Corp. and the School District of Philadelphia, held its first day of classes Sept. 7. Project organizers say the state-of-the-art facility is intended to serve as a model for other school districts as administrators seek to better meet the needs of 21st-century learners.

eSchool Newswas on location as students and teachers took to the halls to explore this technological marvel. The sprawling facility, situated in the traditionally low-income neighborhood of Fairmont Park, just a few blocks from the Philadelphia Zoo, will serve some 750 students within four years.

More than simply building a school that would showcase technology for its own sake, project leaders sought to create a truly interactive learning environment that could tackle the unique needs of today's students.

Built for $63 million and paid for out the school system's capital improvement budget, the school was designed not as a one-of-a-kind institution, but as a concept that could be replicated by other school systems looking to better prepare their students for the challenges of the 21st century. Rather than donate money to help build the school or supply equipment, Microsoft instead donated human capital, assigning a team of educators and technologists to work in concert with the school system and the surrounding community to create a sustainable learning environment that could be expected to produce a more engaged, productive, and committed student body. "As a company, Microsoft didn't simply want to cut the school district a check," explained Mary Cullinane, Microsoft's lead on the project.

For the parents and students who took to the school for the first time to meet with teachers and administrators, the moment marked the start of a school year steeped in hope, pressure, and the highest of expectations.

"This is a very special moment & it's a very special class," said Philadelphia Mayor John Street prior to welcoming students into the school.

Street called the School of the Future "the premier institution of its kind anywhere in the country" and challenged the students as they walked through the doors for the first time to commit themselves fully to the opportunity before them. "There are no excuses," said Street as students entered the building for their first full day of classes.

"To whom much is given, much is expected," charged school district CEO Paul Vallas. Perhaps nowhere is such an adage more appropriate. Not only will the school's students be expected to meet all of the usual standards of accountability and testing that their counterparts throughout the state are required to meet; they also will be the poster children for a new approach to learning, one that leverages technology and creative thinking.

Prescriptive learning

More than simply putting computers in classrooms, Microsoft's Cullinane said, the School of the Future looks to apply technology prescriptively, complementing the individual learning habits of its students.

Apart from providing students with the latest in high-tech learning tools, including laptops, digital whiteboards, and campus-wide wireless access, Microsoft also has developed a suite of web-based tools designed to help educators meet the unique needs of each student.

One such innovation is the Virtual Teaching Assistant. Developed by Microsoft, this software program allows teachers to distribute ad-hoc assessments during class to gauge student progress more effectively. The assessments, given to each student during class via computer, are designed to allow teachers to work with students at their own pace. Depending on how well each student performs on the assessment, teachers can provide students with more advanced materials, or supply them with further remediation--all of which can be done anonymously, so slower learners don't have to suffer the embarrassment of being singled out in class, said Cullinane.

Looking to create a more engaging environment for students, the school also is equipped with several special rooms, including an Interactive Learning Center that includes access to streaming media and video. By using video conferencing and other technologies, educators hope to connect students with outside experts and professionals who can help them understand their various fields of study--and make more informed decisions about what careers they might pursue after high school.

Accessible to students via laptops from anywhere in the building and even from home, the Interactive Learning Center provides an open pipeline for students to their schoolwork and includes access to other resources, too, including a virtual encyclopedia and a customizable learning portal, which enables each student to configure his or her desktop to display information relevant to his or her particular course load.

Lesson in philosophy

Though the building's name--School of the Future--no doubt conjures up images of students pecking away on laptop computers and classrooms stocked with the most modern of learning amenities, administrators say the real victory for Microsoft and the school district isn't in the technology itself, but in the approach educators and students involved in the project take to learning.

Opting to shed the traditional title of principal, Shirley Grover, the school's top administrator, refers to herself as "chief learner" and says she demands that every educator on her staff adopt a philosophy of life-long learning, wherein teachers become partners with their students, working together as a team to solve complex problems and build lasting relationships.

Building on this subtle change in philosophy, project developers have equipped classrooms with a variety of tools designed to give teachers more control over how they use their environments. To promote a culture of teamwork and project-based learning, each classroom is equipped with desks that can be easily moved and rearranged to create customized learning spaces, where students can work together in groups or come together as a class to review key concepts. The school's auditorium provides a similarly adaptable space. Built on hydraulic lifts, the space can be mechanically adjusted to provide additional learning spaces for students and teachers.

Operating under the assumption that any school, no matter how advanced, is only as good as the teachers who staff its classrooms each day, the School of the Future encourages collaboration and teamwork among educators and students alike by providing controlled access to communications tools such as instant-messaging and personal eMail accounts. Looking to make better personnel and staffing decisions, administrators also have integrated a specially designed Education Competency Wheel to help them better match educators with assignments suited to their individual strengths and talents (see story: http://www.eschoolnews.com/news/ showStory.cfm?ArticleID=6493).

A technological marvel

But it isn't just the teachers and administrators who will be working smarter. Project developers integrated technology into every aspect of the building's design, using innovations and new developments in structural efficiency to help the school system better maintain the facility for years to come. Aside from simply helping students learn more effectively, architects said, technology also is used to aid in building upkeep and energy consumption. These two variables, they say, can siphon millions of dollars a year from the operating budgets of large metropolitan school systems.

To cut down on these costs, the School of the Future was built to LEEDS standards. Established by the United States Green Building Council, LEEDS, or the Leadership in Energy and Environmental Design Rating System, is a voluntary national standard in which construction and renovation projects earn credits toward certification as sustainable buildings. The standard considers aspects of new building construction and existing building upgrades and maintenance that include building materials, energy use, land use, facility and waste management, and water use.

As energy prices continue to soar, school administrators say, one way to keep costs down is to build smarter. Among the many "smart" features at work in the School of the Future are a water "catchment" system that stores and reuses rainwater in working toilets, a solar energy system for capturing sunlight and transforming it into usable energy, and a unique cooling system that stores air on cool days and reuses it to cut down on the rising cost of air conditioning during warmer ones.

Looking to improve efficiencies and further surround students with the types of technologies they're likely to encounter in the workforce of tomorrow, the school also has supplied every student with his or her own personal smartcard. Like interactive ID badges, the cards will be used throughout the building to do everything from check out library books and pay for school lunches, to open students' lockers.

Ensuring that students' access to technology doesn't end when the bell rings, each learner also is provided with a broadband internet connection so he or she can access learning materials stored on school servers from home.

Conjuring up images of innovation from years past, Jim Nevels, chairman of the city's School Reform Committee, compared the School of the Future to the World's Fair. He talked about the famous Machinery Hall, an exhibit that once stood a few short blocks from where the school building stands now, and how famous inventors and technologists debuted innovations--from the telephone to the printing press--that one day would change the world.

Branding the school "a 21st-century laboratory of innovation," Nevels said the School the Future would be a place where students and teachers would be encouraged to explore the innovations of tomorrow.

Craig Mundie, one of two Microsoft executives tapped by outgoing chairman Bill Gates to succeed him when he leaves the company to work full-time at his foundation, said Microsoft and other corporations have a vested interest in seeing the school succeed--not simply because the company's name is on the building, but because its students likely will be among the ones to help high-tech companies like Microsoft and others achieve success in the years to come.

"At the end of the day, we have a vested interest in making sure education happens effectively, every day," he said. The goal is to be competitive not in the world of the past, "but in the world of the future."

"SNAPSHOT" for Success and Sustainability

What Are Learning Organizations, and What Do They Really Do?

October 2006 - Dr. Warren Wilhelm


For years we’ve been hearing the term “learning organization” used to describe a company or other entity. It is usually used as a compliment: being such an organization is a good thing. Yet even as we use the term, we might not be sure what it means exactly.

Learning organizations and the people in them learn constantly from everything they do. They use their own experience and that of others to improve their performance. They learn from their successes and also from their failures. Continuous learning is systemically built into the organization’s DNA and infrastructure. The value of continuous learning is espoused, driven and modeled by the CEO and senior management. There is no doubt in every organization member’s mind that continuous learning is expected and will be rewarded.

In a true learning organization, communication is open and widespread, people at all levels are included in most communications and it’s assumed everyone “needs to know.”

Further, senior leaders demonstrate they are learning constantly by communicating what they are learning as they learn; people are rewarded for learning with recognition, growth jobs, promotions and even financial compensation, and people who don’t learn are managed out of the organization.

To be a learning organization provides a competitive advantage: learning organizations are superior competitors, they have brand equity their competitors cannot match, and they attract and retain the best talent.

With all these advantages, one would think that most organizations would strive to be learning organizations. And, in fact, many do.

But to become one is not so easy. Becoming and sustaining a true learning organization requires a lot of work and dedication, and it takes time, energy and resources. Many are thwarted in their attempts to become a learning organization by the press of daily work, inability to persevere, lack of support from the top or the unwillingness to fully commit to the idea.

Yet, despite all these obstacles, we can cite examples of organizations that have been true learning organizations for many years, if not decades. Their long-term success is testimony to the value of continuous learning. Examples include:

General Electric:
Its Crotonville learning center drives continuous learning by managers and other leaders, as they return to Crotonville to learn and teach at critical transitions in their careers.

Goldman Sachs:
Its Pine Street learning center provides essential learning to a large segment of its managerial population on an ongoing basis.

Pizza Hut:
It constantly invents and implements new technology and by recognizing the lifetime value of their customers, it treats them as long-term assets.

Honeywell:
By applying Six-Sigma approaches, quality is constantly improved, while costs are simultaneously decreased.

Microsoft:
It successfully made the massive shift in mindset from desktop to Internet when its marketplace changed.

Johnson & Johnson:
Driven by its famous credo, it constantly improves products and invents new ones, always with the user at the center of its focus.

Apple:
It perceives unrecognized marketplace needs and creates new products to fill them.

Toyota Motor Co.:
It uses lean manufacturing and continuous improvement to make small but never-ending improvements in products and processes.

USA Today:
It invented and kept reinventing publishing technology to move information colorfully and electronically, as well as to manage distribution.

What’s common to all these successful companies is their foundation of solid basic principles and values, as well as their continuous learning to keep them thinking and acting ahead of their competition.

They constantly create markets, market approaches, products and greater customer value constantly, and they never squander the market advantage they have worked so hard to acquire by letting their competition think or act ahead of them or faster than they can.

As long as these companies remain true learning organizations, it’s safe to assume their future success.

So if we want to create a true learning organization, how do we do it? Someone at the top must believe in the value of continuous learning, and senior leaders must clearly communicate the value the organization places in learning by words, and more importantly by their actions.

Senior leaders need to demonstrate how they themselves continuously learn, and they can do so in many ways, including:

Personally conduct after-action reviews.

Review projects at key junctures.

Talk freely about what they are learning from outside the organization’s boundaries.

Publicly question others about what they are learning.

Work to eliminate any resistance to learning that might appear.

Force themselves to stay open to learning, even when business conditions make it difficult.

Structural enablers also should exist to create mechanisms for information transmittal and diffusion such as brief reports, standup meetings, daily e-mails and town meetings, rewarding people for using these mechanisms, and disciplining people who do not and creating central repositories of relevant knowledge.

Some organizations have helped to imbed these structural enablers by creating the position of chief knowledge officer (CKO). This person’s role is to manage information throughout the organization.

He or she oversees the flow of information coming into the organization from across its external boundaries and assures it is directed to where it will be most useful. We most often see this role in intellectual capital companies, such as consulting firms, whose basic products are essentially information.

A CKO is different from a CLO — the CKO assures the collection and dissemination of information, while a CLO is responsible for organization members’ learning what is most necessary and useful to them at any given time. Both these roles can be critical to maintaining a learning organization.

The most successful learning organizations perpetuate their advantage by encouraging people at all levels to collect information across all boundaries, being sure that information is shared — not forgotten or hoarded — and encouraging casual information sharing as a way of organizational life. (Advances in electronic media over the past decade or so have made this much easier.)

In the best learning organizations, all employees or members constantly are involved in feedback loops. This means they seek feedback from their colleagues on ideas they have or actions they’ve taken. They routinely give feedback to others and also give “feedforward” ideas and suggestions to their associates on a regular basis. This dynamic activity assures that everyone is learning from everyone else all the time.

Once a true learning organization has been created, continuous learning must become a way of life: It is ingrained into the organizational culture. Once started, learning must not be allowed to slow down or stop.

Examples of other learning organizations that have mastered the art of continuous learning and product adaptation include:

Southwest Airlines: built on innovative concepts for its industry (point-to-point travel, no assigned seats, rapid loyalty rewards, etc.), it continues to thrive by constant innovation and an unflappable commitment to customer service.

Intel: based on its cultural norm of “paranoid collaboration,” it continues to outrun its many competitors by constant new product development and occasionally redefining its industry.

Cisco Systems: building on the huge base of its installed products, it encourages and rewards creative thinking, which allows it to stay ahead of its imitators.

Wal-Mart: entering a market niche which already existed (Costco, Target, Kmart, etc.), it has taken ownership of the low-price segment by constantly inventing new sourcing and distribution practices. It leverages its rapid growth to obtain always more favorable costs from its suppliers, which in turn allows lower prices at retail.

Charles Schwab: the first to define its market niche, it has continued to innovate practices attractive to the individual investor. Quick to perceive new market needs, it strives to be the “first mover” to offer new products to the investment community.

Disney: based on a few unchangeable core values (family entertainment, high quality, ethical but still hard-nosed business practices), Disney continues to invent new forms of entertainment. Its ability to recruit and retain the best talent allows for creativity that surpasses its competitors’ products: film, music, television or theme parks.

Dell: Its founding business concept of assembling computers to order and delivering them very quickly has not only persevered but allowed the company to expand successfully into markets other than personal computers. It has learned how to be equally successful in the commercial marketplace (servers, etc.), and continue to innovate attractive new products for that market.

All these companies were built on unique premises, and they have flourished because they never stopped learning and moving forward into new frontiers related to their core premise. Other companies have not fared so well, largely because they stopped learning at some point in their history.

Examples include:

The American railroads (Amtrak).

“Followers” in the oil industry (Gulf, Amoco).

Greyhound Bus Co.

Followers in the computer industry (RCA, Compaq).

The Great Atlantic and Pacific Tea Company (A&P).

Woolworth’s, Kmart and some department stores.

What causes companies to stop learning? Many phenomena come into play here, and most are rooted in the company’s culture and the leadership of senior executives.

For some companies that fall behind, it is the result of life just being too good. They nigh own the market for their products, have high profit margins, have no competitors of any consequence and have no new competitive products on the horizon.

Consequently, the organization sees no reason to continue to learn — people in the company relax and enjoy their good fortune. This is the perfect recipe for disaster because their lack of market sensitivity makes them blind to new challengers, and by the time they wake up to the danger, it is usually too late to respond effectively.

For other companies that cease to learn, it is the result of senior leaders turning their attention away from the realities of their marketplace — many executives would prefer to see their world as they’d like it to be rather than as it really is.

This lessening of their attention is quickly reflected in all the organization’s members, who look to their senior executives to set the patterns for all employees’ mindsets and behaviors. Once learning begins to atrophy in the company, it is very difficult, if not impossible, to re-instill a learning mindset in all employees.

Yet another reason for the decline of organizational learning can be reverence for products or markets that have been immensely successful in the past but are about to be displaced by a major discontinuity in the market environment.

Past successes cause leaders to be blinded to the quantum change, and they deny they are happening. While they continue to pursue the products and markets that have been successful, upstart competitors are busy making advances into the new markets.

Examples of this phenomenon are IBM’s missing the turn from mainframes to personal computers and Kodak missing the massive shift from film imaging to digital photography. Fortunately, IBM has recovered and now offers attractive products to the changed marketplace, but Kodak still struggles to the point that its very survival as a free-standing company might be at risk.

For all companies and organizations, at some point in their history, survival might depend on becoming a learning organization. Efforts to move in that direction are never wasted, and in fact, they might help guarantee the survival of ideas, products and jobs for their members.

There might be no clearer example of this than the problems facing the American auto industry today – it has not appeared to learn from changes in its marketplace or from the success of their non-American competitors. This lack of learning might prove fatal, unless the auto industry can “learn to learn” more efficiently in the future.

The U.S. auto industry’s plight provides for all organizations a model of why continuous learning is so critical, and what can happen if learning is ignored or not pursued vigorously enough.